Songs for kids
January 29, 2012
Story Telling
All Story Telling
Big Ben Story
Unit: Travel Topic: Attractive places
>>> Download
The rocket festival
Unit: Entertainment Topic: Festival
>>> Download
Energy Sources
Unit: Science and Technology Topic: Energy Sources
>>> Download
Disney Land
Unit: Interest/Opinion Topic: Places to go
>>> Download
Halloween day
Unit: Culture Topic: Festival
>>> Download
Dick Hoyt and his son Rick
Unit: Myself Topic: General Information
>>> Download
The Life cycle of a frog
Unit: Science and Technology Topic: Life
>>> Download
Easter day
Unit: Travel Topic: Holidays
>>> Download
Games
Unit: Interest/Opinion
Download >>> Click here
Game Demonstration <<< Download >>> click here
Unit: Interest/Opinion
Topic: Animal
P.3 >>> Download
Unit: Interest/Opinion
Topic: Colors
P.3 >>> Download
Unit: Freetime
Topic: Sports
P.6 >>> Download
Unit: Weather
Topic: Climate
M.3 >>> Download
Unit: Interest/Opinion
Topic: Fruits
P.4 >>> Download
Topic: Food and drink
P.2
P.2
Download >>> Click here
Game Demonstration <<< Download >>> click here
Unit: Interest/Opinion
Topic: Animal
P.3 >>> Download
Unit: Interest/Opinion
Topic: Colors
P.3 >>> Download
Unit: Freetime
Topic: Sports
P.6 >>> Download
Unit: Weather
Topic: Climate
M.3 >>> Download
Unit: Interest/Opinion
Topic: Fruits
P.4 >>> Download
B-Slim Model
B-Slim Model
1. to develop self directed learners, especially in second languages
2. to ensure that every learner succeeds at each phase of the learning process by maximizing exposure to concepts through all learning styles/intelligences and encouraging intellectual/thinking growth in systematically developed steps
3. to help students develop all aspects of language by applying research findings from all areas of second language learning and acquisition (language awareness, pronunciation, vocabulary, grammar, situations- fluency-accuracy, culture and Culture, learning strategies, listening comprehension, speaking, writing, reading, forms, skills, content, motivation-attitude)
4. to ensure that learners can transfer what they have learned in one familiar context to new contexts.
5. to learn language and to learn through language.
6. to identify success in learning in concrete provable terms (assessment for learning and assessment of learning).
I - Giving it
In Giving It stage, teachers present material in the target language in a way that students understand, which involves the provision of context, visuals, gestures, examples and anecdotes. II - Getting it
This stage of the model helps students to LEARN; that is to understand AND remember. This is important because if one cannot remember a concept- whether it be vocabulary, grammar, pronunciation, cultural points or learning strategies- one cannot use it! Getting It activities help students understand the concept being taught at their own rate (self-paced) and through a variety of learning styles
III - Using it
During the Using it stage of B-SLIM students engage in activities that require them to USE or apply what they have learned from memory. Students solve problems, create, use their imaginations and are put in new situations or contexts in order to ‘transfer’ what they have learned.
B-slim Lesson Plans
B-slim Lesson Plans
Example; Power Point
PPP Model
PPP Model
"PPP" (or the "3Ps") stands for Presentation, Practice and Production - a common approach to communicative language teaching that works through the progression of three sequential stages.
Presentation represents the introduction to a lesson, and necessarily requires the creation of a realistic (or realistic-feeling) "situation" requiring the target language to be learned. This can be achieved through using pictures, dialogs, imagination or actual "classroom situations". The teacher checks to see that the students understand the nature of the situation, then builds the "concept" underlying the language to be learned using small chunks of language that the students already know. Having understood the concept, students are then given the language "model" and angage in choral drills to learn statement, answer and question forms for the target language. This is a very teacher-orientated stage where error correction is important.
Practice usually begins with what is termed "mechanical practice" - open and closed pairwork. Students gradually move into more "communicative practice" involving procedures like information gap activities, dialog creation and controlled roleplays. Practice is seen as the frequency device to create familiarity and confidence with the new language, and a measuring stick for accuracy. The teacher still directs and corrects at this stage, but the classroom is beginning to become more learner-centered.
Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language. The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing. The teacher does not correct or become involved unless students directly appeal to him/her to do so.
The PPP approach is relatively straight forward, and structured enough to be easily understood by both students and new or emerging teachers. It is a good place to start in terms of applying good communicative language teaching in the classroom. It has also been criticized considerably for the very characteristic that makes it the easiest method for 'beginner' teachers, that is, that it is far too teacher-orientated and over controlled. A nice alternative to 'PPP' is Harmer's 'ESA' (Engage/Study/Activate) - click here to find out more.
PPP Lesson Plans
Example; Power Point
"PPP" (or the "3Ps") stands for Presentation, Practice and Production - a common approach to communicative language teaching that works through the progression of three sequential stages.
Presentation represents the introduction to a lesson, and necessarily requires the creation of a realistic (or realistic-feeling) "situation" requiring the target language to be learned. This can be achieved through using pictures, dialogs, imagination or actual "classroom situations". The teacher checks to see that the students understand the nature of the situation, then builds the "concept" underlying the language to be learned using small chunks of language that the students already know. Having understood the concept, students are then given the language "model" and angage in choral drills to learn statement, answer and question forms for the target language. This is a very teacher-orientated stage where error correction is important.
Practice usually begins with what is termed "mechanical practice" - open and closed pairwork. Students gradually move into more "communicative practice" involving procedures like information gap activities, dialog creation and controlled roleplays. Practice is seen as the frequency device to create familiarity and confidence with the new language, and a measuring stick for accuracy. The teacher still directs and corrects at this stage, but the classroom is beginning to become more learner-centered.
Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language. The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing. The teacher does not correct or become involved unless students directly appeal to him/her to do so.
The PPP approach is relatively straight forward, and structured enough to be easily understood by both students and new or emerging teachers. It is a good place to start in terms of applying good communicative language teaching in the classroom. It has also been criticized considerably for the very characteristic that makes it the easiest method for 'beginner' teachers, that is, that it is far too teacher-orientated and over controlled. A nice alternative to 'PPP' is Harmer's 'ESA' (Engage/Study/Activate) - click here to find out more.
PPP Lesson Plans
Example; Power Point
CBI-Content Based Intruction Model
CBI is fundamentally a curricular approach or framework, not a method. The focus of most foreign language curricula is on learning about language rather than learning to use language for meaningful communication about relevant content. CBI, in contrast, is an approach to curriculum design that seeks to reach a balance between language and content instruction with an emphasis “on using the language rather than on talking about it” (Lightbown & Spada, 1999, p. 92). This is not to say that there is never an emphasis on the language itself in CBI; on the contrary, CBI at its best integrates a focus on language in the context of content instruction. It has a “dual commitment to language- and content-learning objectives” (Stoller, 2004, p. 261).
Strategies
Building Background
Using Learning Phases
Integrating Modalities
Using Scaffolding
Using Graphic Organizers
Contextualizing Grammar
Providing Meaningful Input
Maximizing Output
Giving/Receiving Feedback
Using Learning Strategies
CBI Lesson Plans
Example; Power Point
Strategies
Building Background
Using Learning Phases
Integrating Modalities
Using Scaffolding
Using Graphic Organizers
Contextualizing Grammar
Providing Meaningful Input
Maximizing Output
Giving/Receiving Feedback
Using Learning Strategies
CBI Lesson Plans
Example; Power Point
CLIL-Content and Language Integrated Learning การสอนแบบบูรณาการเนื้อหา
CLIL: A lesson framework
Submitted by TE Editor on 31 January, 2006 - 12:00
In the first of these articles, Content and Language Integrated Learning, I gave an introduction to this field. In this second article I will look more closely at how CLIL is realised in the classroom and suggest a framework for planning CLIL lessons.
- Underlying principles
- Classroom principles
- Lesson framework
- Conclusion
Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from theContent and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.
While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.
Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:
- Language is used to learn as well as to communicate
- It is the subject matter which determines the language needed to learn.
A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:
- Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
- Communication - Using language to learn whilst learning to use language
- Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language
- Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.
CLIL Lesson Plans
Acids-Chemistry M.4
Biology for kids P.3
Beautiful Science Experiment P.4
Submitted by TE Editor on 31 January, 2006 - 12:00
In the first of these articles, Content and Language Integrated Learning, I gave an introduction to this field. In this second article I will look more closely at how CLIL is realised in the classroom and suggest a framework for planning CLIL lessons.
- Underlying principles
- Classroom principles
- Lesson framework
- Conclusion
Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from theContent and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.
While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.
Some of the basic principles of CLIL are that in the CLIL classroom:
- Language is used to learn as well as to communicate
- It is the subject matter which determines the language needed to learn.
A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:
- Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
- Communication - Using language to learn whilst learning to use language
- Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language
- Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.
CLIL Lesson Plans
Acids-Chemistry M.4
Biology for kids P.3
Beautiful Science Experiment P.4
Teaching Listening
Teaching Listening Skill
Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developing listening ability.
Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures. Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a message, and a receiver (the listener). Listeners often must process messages as they come, even if they are still processing what they have just heard, without backtracking or looking ahead. In addition, listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery. The complexity of the listening process is magnified in second language contexts, where the receiver also has incomplete control of the language. Given the importance of listening in language learning and teaching, it is essential for language teachers to help their students become effective listeners. In the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom.
There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualisation, and preparation.
- Motivation
It is enormously important that before listening students are motivated to listen, so you should try to select a text that they will find interesting and then design tasks that will arouse your students' interest and curiosity.
- Contextualization
When we listen in our everyday lives we hear language within its natural environment, and that environment gives us a huge amount of information about the linguistic content we are likely to hear. Listening to a tape recording in a classroom is a very unnatural process. The text has been taken from its original environment and we need to design tasks that will help students to contextualise the listening and access their existing knowledge and expectations to help them understand the text.
- Preparation
To do the task we set students while they listen there could be specific vocabulary or expressions that students will need. It's vital that we cover this before they start to listen as we want the challenge within the lesson to be an act of listening not of understanding what they have to do.
II - While listening
When we listen to something in our everyday lives we do so for a reason. Students too need a reason to listen that will focus their attention. For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well - as I've found that the first time many students listen to a text they are nervous and have to tune in to accents and the speed at which the people are speaking.
Ideally the listening tasks we design for them should guide them through the text and should be graded so that the first listening task they do is quite easy and helps them to get a general understanding of the text. Sometimes a single question at this stage will be enough, not putting the students under too much pressure.
The second task for the second time students listen should demand a greater and more detailed understanding of the text. Make sure though that the task doesn't demand too much of a response. Writing long responses as they listen can be very demanding and is a separate skill in itself, so keep the tasks to single words, ticking or some sort of graphical response.
The third listening task could just be a matter of checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.
Listening to a foreign language is a very intensive and demanding activity and for this reason I think it's very important that students should have 'breathing' or 'thinking' space between listenings. I usually get my students to compare their answers between listenings as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again.
III - Post-listening
There are two common forms that post-listening tasks can take. These are reactions to the content of the text, and analysis of the linguistic features used to express the content.
- Reaction to the text
Of these two I find that tasks that focus students reaction to the content are most important. Again this is something that we naturally do in our everyday lives. Because we listen for a reason, there is generally a following reaction. This could be discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard.
- Analysis of language
The second of these two post-listening task types involves focusing students on linguistic features of the text. This is important in terms of developing their knowledge of language, but less so in terms of developing students' listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work. This is a good time to do form focused work as the students have already developed an understanding of the text and so will find dealing with the forms that express those meanings much easier.
Listening Lesson Plans
Unit: Weather Topic: Seasons M.4
Unit: interest/opinion Topic: Media M.1
Unit: Health Topic: Food M.1
Unit: Culture Topic: Local Story M.3
Unit: Travel Topic: Places M.1
Unit: Culture Topic: Local Wisdom M.2
Unit: Places Topic: Tourist Attraction M.3
Unit: Myself Topic: Sport M.3
Unit: Environment Topic: Waste Water M.3
Unit: Environment Topic: How to preserve the environment M.4
Example; Power Point
There are two common forms that post-listening tasks can take. These are reactions to the content of the text, and analysis of the linguistic features used to express the content.
- Reaction to the text
Of these two I find that tasks that focus students reaction to the content are most important. Again this is something that we naturally do in our everyday lives. Because we listen for a reason, there is generally a following reaction. This could be discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard.
- Analysis of language
The second of these two post-listening task types involves focusing students on linguistic features of the text. This is important in terms of developing their knowledge of language, but less so in terms of developing students' listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work. This is a good time to do form focused work as the students have already developed an understanding of the text and so will find dealing with the forms that express those meanings much easier.
Listening Lesson Plans
Unit: Weather Topic: Seasons M.4
Unit: interest/opinion Topic: Media M.1
Unit: Health Topic: Food M.1
Unit: Culture Topic: Local Story M.3
Unit: Travel Topic: Places M.1
Unit: Culture Topic: Local Wisdom M.2
Unit: Places Topic: Tourist Attraction M.3
Unit: Myself Topic: Sport M.3
Unit: Environment Topic: Waste Water M.3
Unit: Environment Topic: How to preserve the environment M.4
Example; Power Point
Teaching Reading
Teaching EFL Reading
Teaching Reading in the EFL Classroom
We have created a podcast to complement this page. You can download it from our podcast page.
Basic Concepts:
Teaching reading in EFL is a bit different than the way native speakers are taught to read. While vocabulary is an important part of reading, teaching the reading skills of surveying, skimming, scanning, inference, predicting, and guessing are just as important.
Research tends to indicate that a student’s reading comprehension can be improved by focusing on teaching students skills in the following areas:
Vocabulary
Many languages do not have the word building concepts that English does. In teaching vocabulary, the idea of “root” words, and prefixes and suffixes helps students build a larger vocabulary quickly. Affixes (prefixes and suffixes) help us create a variety of words from one base word. many EFL students won’t recognize that contain is the root word of container and containment; or that desire is the root word ofundesirable and desirability. When teaching new vocabulary it is important to point out these connections and we can quickly help students expand their vocabulary with the base words they already know. Teaching affixes is only one of several strategies for teaching vocabulary. See the links below for more.
Surveying, Scanning, Skimming
In an academic setting we rarely read an entire text word for word. More typical is that we look at the contents of a book, the chapters, headings, subheadings, sidebars, pictures, illustrations, words in italics and bold type – and dive in to find the information we need. These are the concepts of surveying, scanning and skimming: moving from the big ideas of a reading down to the specific details. These are skills that EFL students don’t usually have and must be taught. The linked readings below will give you more specifics on these skills.
Guessing and Predicting from Context
Students also need to be taught to guess the meanings of words based on the context of the reading and to draw from the reading an ability to predict what might happen in the next paragraph. Links below will lead to more information on these skills.
Reading Plans
Unit: Culture Topic: Local Story M.1
Unit: Science and Technology Topic : Energy Sources M.5
Unit: Culture Topic: Local Stories M.3
Unit: Culture Topic: General Information M.3
Unit: Culture Topic: Local Wisdom P.5
Unit: Science and Technology Topic: Invention M.5
Unit: Family Topic: Activities P.6
Example; Power Point
Teaching Reading in the EFL Classroom
We have created a podcast to complement this page. You can download it from our podcast page.
Basic Concepts:
Teaching reading in EFL is a bit different than the way native speakers are taught to read. While vocabulary is an important part of reading, teaching the reading skills of surveying, skimming, scanning, inference, predicting, and guessing are just as important.
Research tends to indicate that a student’s reading comprehension can be improved by focusing on teaching students skills in the following areas:
Vocabulary
Many languages do not have the word building concepts that English does. In teaching vocabulary, the idea of “root” words, and prefixes and suffixes helps students build a larger vocabulary quickly. Affixes (prefixes and suffixes) help us create a variety of words from one base word. many EFL students won’t recognize that contain is the root word of container and containment; or that desire is the root word ofundesirable and desirability. When teaching new vocabulary it is important to point out these connections and we can quickly help students expand their vocabulary with the base words they already know. Teaching affixes is only one of several strategies for teaching vocabulary. See the links below for more.
Surveying, Scanning, Skimming
In an academic setting we rarely read an entire text word for word. More typical is that we look at the contents of a book, the chapters, headings, subheadings, sidebars, pictures, illustrations, words in italics and bold type – and dive in to find the information we need. These are the concepts of surveying, scanning and skimming: moving from the big ideas of a reading down to the specific details. These are skills that EFL students don’t usually have and must be taught. The linked readings below will give you more specifics on these skills.
Guessing and Predicting from Context
Students also need to be taught to guess the meanings of words based on the context of the reading and to draw from the reading an ability to predict what might happen in the next paragraph. Links below will lead to more information on these skills.
Reading Plans
Unit: Culture Topic: Local Story M.1
Unit: Science and Technology Topic : Energy Sources M.5
Unit: Culture Topic: Local Stories M.3
Unit: Culture Topic: General Information M.3
Unit: Culture Topic: Local Wisdom P.5
Unit: Science and Technology Topic: Invention M.5
Unit: Family Topic: Activities P.6
Example; Power Point
Teaching Speaking
Teaching Speaking Skill
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
- Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
- Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
- Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
EFL/ESL Speaking Games
1. Secret-Word game <<< click here
2. Telephone game <<< click here
3. Word-challenge game <<< click here
4. Three-kingdoms game <<< click here
5. Hot-seat game <<< click here
6. Spin-coin game <<< click here
7. Sentence-jumble game <<< click here
8. Running-dictation game <<< click here
9. Nim game <<< click here
10. Minesweep game <<< click here
11. Love-triangles game <<< click here
12. I-went-market game <<< click here
13. How-many-words-do-you-know game <<< click here
14. Guess-who game <<< click here
15. Dictation-game <<< click here
16. Collored-ballons game <<< click here
17. Black-out game >>> click here
18. Bingo-trivia game >>> click here
19. Line-monster game >>> click here
20. In the mix game <<< click here
Speaking Lesson Plans
Unit: Interpersonal Relationship Topic: Telephone conversation M.6
Unit: Entertainment Topic: Leisure M.5
Unit: Travel Topic: Transportation M.1
Example; Power Point
Teaching Writing
I - Introduction
Students need to be personally involved in writing exercises in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
With both the target area and means of production clear in the teacher's mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students: Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be undertaken.
Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher-guided correction is the most effective solution. However, if the task were more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students.
III - Activities for writing
2. Writing correction code
Click >>>
http://www.teachingenglish.org.uk/activities/writing-correction-code
3. Writing consequences
Click>>>
http://www.teachingenglish.org.uk/activities/writing-consequences
4. Postcards
Click>>>
http://www.teachingenglish.org.uk/activities/postcards
5. Creating a framework for writing
Click>>>
http://www.teachingenglish.org.uk/activities/creating-a-framework-writing
6. Note - writing
Click>>>
http://www.teachingenglish.org.uk/activities/note-writing
Writing Lesson Plans
Unit: Travel Topic: Places P.5
Unit: My daily life Topic: Myself P.5
Unit: Culture Topic: General information M.2
Unit: Travel Topic: Places M.4
Unit: Relationship with other people Topic: Special P.6
Unit: Culture Topic: History of Traditional M.6
Unit: Myself Topic: Personal Traits M.1
Unit: Culture Topic: Local Story M.5
Click >>>
http://www.teachingenglish.org.uk/activities/writing-correction-code
3. Writing consequences
Click>>>
http://www.teachingenglish.org.uk/activities/writing-consequences
4. Postcards
Click>>>
http://www.teachingenglish.org.uk/activities/postcards
5. Creating a framework for writing
Click>>>
http://www.teachingenglish.org.uk/activities/creating-a-framework-writing
6. Note - writing
Click>>>
http://www.teachingenglish.org.uk/activities/note-writing
Writing Lesson Plans
Unit: Travel Topic: Places P.5
Unit: My daily life Topic: Myself P.5
Unit: Culture Topic: General information M.2
Unit: Travel Topic: Places M.4
Unit: Relationship with other people Topic: Special P.6
Unit: Culture Topic: History of Traditional M.6
Unit: Myself Topic: Personal Traits M.1
Unit: Culture Topic: Local Story M.5
For example power point
Subscribe to:
Posts (Atom)